Date of Conferral

7-30-2026

Date of Award

July 2026

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Katherine Garlough

Abstract

The problem addressed in this study was the insufficient professional socialization of novice secondary special education teachers (SSETs), undermining their ability to adapt to school culture in a Maryland school district (MSD, a pseudonym). Grounded in Mayo's theory of human relations, the purpose of this study was to explore novice SSETs' perceptions of professional socialization through peers, professional development, or mentoring to adapt to the school culture at MSD. For this basic qualitative design, semistructured interviews were conducted with seven novice SSETs. The data were analyzed using Braun and Clarke's thematic analysis with Saldaña's coding strategies, yielding four themes: (a) professional development facilitates adjustment to school culture; (b) peer collaboration fosters an inclusive workplace; (c) mentoring is a multifaceted approach to professional socialization; and (d) relationship-centered teaching practices foster student growth. SSETs require cohesive socialization systems appropriate to the circumstances, including peer support, focused professional development, and structured mentoring. The implications for positive social change are that improved professional socialization could lead to greater confidence, job satisfaction, and SSETs' retention, which, in turn, will benefit students through consistent instruction, potentially leading to stronger academic progress and improved lifelong outcomes for students with special needs at an MSD.

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